Simon Moxon G577-1701

1. s a g w i J n r e g a i n L Simon Moxon G577-1701

2. Objectives History of jigsaw learning. Typical application. Methods of implementation. Assessment and evaluation. Discussion.

3. History Brainchild of Professor Elliot Aronson. American psychologist. Born 9th January, 1932. Ph.D. Psychology: Stanford University, 1959. First used in 1971 in Austin, Texas. Intended as a means to overcome racial conflict in the classroom. Now used as a cooperative learning strategy. http://aronson.socialpsychology.org/

4. Typical Application Team building and icebreaking activities. Content based learning: History. Social studies. Other theory based material. Multi-component problem solving tasks.

5. Method Segmentation of topic into sub-topics. Formation of expert groups. Each team studies the sub-topic and trains their expert. Formation of jigsaw groups to train with an expert from each team. Jigsaw group members return to their team and share their knowledge; completing their jigsaw.

6. Jigsaw Team 1 Team 2 Topic Topic Team 3 Team 4

7. Jigsaw Team 1 Team 2 Team 4 Team 3

8. Assessment Ensure each team appoints an expert. Ensure each team adequately trains their expert. Ensure each expert teaches their topic correctly. Ensure each team can complete their jigsaw: Complete a task. Quiz. Presentation.

9. Fast-Track Method Segmentation of subject topic into sub-topics. Students from each team join together to form expert groups. Each expert group studies one sub-topic. Students return to their team and share their knowledge; completing their jigsaw.

10. Fast-Track Jigsaw Sub-Topic 1 Sub-Topic 2 Topic Topic Sub-Topic 3 Sub-Topic 4

11. Fast-Track Jigsaw Team 1 Team 2 Team 4 Team 3

12. Assessment Ensure each group of experts is learning their sub-topic. Ensure experts present their sub-topic to their team. Ensure each team can complete their jigsaw: Complete a task. Quiz. Presentation.

13. Summary Good method of getting students to interact with each other. Student-centred approach to content based learning. Good for teacher/student interaction. Requires continuous monitoring by the teacher. Aids the teacher in evaluating student performance. Risk of students not learning key sub-topics if experts fail to fulfil their role. Time consuming, particularly when students are new to the concept. Problematic if students are absent.

14. References Aronson, E., Blaney, N., Stephin, C., Sikes, J., and Snapp M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage Publishing Company. Aronson, E., & Bridgeman, D. L. (1979). Jigsaw groups and the desegregated classroom: in pursuit of common goals. Personality and Social Psychology Bulletin, 5(4), 438–466. Bennett B., Rolheiser, C., Stevahn, L. (1991) Cooperative Learning: Where Heart Meets Mind, Educational Connections, Ontario. Social Psychology Network. (n.d.). Retrieved March 23, 2015, from http://aronson.socialpsychology.org/ The Jigsaw Classroom. (n.d.). Retrieved March 20, 2015, from https://www.jigsaw.org/ Tuck, P. (1981). Jigsaw training manual. Napa, CA: Pacific Institute for Research and Evaluation.

15. Discussion Topic Teacher-centred learning is often seen as boring for the students, but is sometimes unavoidable. What methods would you use to turn the learning of facts and figures into a student-centred learning experience? e.g Teaching the history of a country’s Kings and Queens.